Unit 4 Eat Well Section B (1a-1d) 教学设计 2024-2025学年人教版七年级英语下册

该教案聚焦人教版七年级下册Unit 4 Eat Well Section B (1a-1d)的核心内容，围绕健康饮食习惯展开教学，通过问卷导入激活学生生活经验，借助标题预测、结构梳理和信息提取层层推进阅读理解，最终引导学生撰写改进计划，形成“感知—理解—应用—反思”的完整学习链条。 本教案亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，利用汉字“食”进行文化拓展，将“吃好真实食材”与“食好精神食粮”相联结，体现中华优秀传统文化的育人价值，增强学生文化自信。在1c表格填空环节中，学生需归纳不良饮食习惯及其因果关系，锻炼逻辑推理与批判性思维。写作任务设计分层清晰，既提供框架支持又鼓励个性表达，有效提升语言输出质量，帮助教师实现从知识传授到素养落地的教学转型。

人教版七年级下册Unit 4 Eat Well Section B (1a-1d)教学设计 一、教材分析 What: 本部分围绕健康饮食习惯展开,引导学生识别和讨论良好与不良的饮食习惯。1b 通过阅读诊所通讯的文章,学生了解常见的不健康饮食习惯(如频繁食用快餐、不吃早餐、摄入过多糖分),并计算文中提到的不良饮食习惯数量。1c 让学生提取文章信息,完成表格,总结不良饮食习惯及其结果、原因及改进建议。1d 通过阅读理解问题,引导学生深入思考健康饮食的重要性,并分析文中提及的饮食问题是否普遍存在于青少年群体。 Why: 本部分旨在提升学生的阅读理解能力以及批判性思维,同时培养他们形成健康的饮食观念。 1b 通过阅读真实语境文本,帮助学生掌握健康饮食相关词汇,并增强对健康饮食重要性的认知。 1c 通过信息整理任务,提高学生筛选、归纳和总结关键信息的能力。 1d 通过阅读理解和思辨问题,引导学生反思自身的饮食习惯,并提高他们的逻辑思维和表达能力。 How: 文体:采用说明文,以诊所通讯文章的形式呈现,增强文本的真实性和实用 性。 结构:1b 通过整体阅读识别主要内容,1c 通过表格填空深入理解细节,1d通过阅读提问促进学生的批判性思考和讨论。 语言:使用一般现在时描述健康饮食的建议,包含健康饮食相关词汇和说明性表达,帮助学生在讨论健康话题时进行有效表达。 二、教学内容 一篇来自 Joy Clinic 诊所的简报(Joy Clinic Newsletter)的文章。newsletter 通常指简报,以电子邮件、纸质印刷品的形式发给订阅用户以及宣传目标群体,也可以在网站上发布电子版。本文是一篇关于健康饮食的宣传教育文章,强调健康饮食对身心健康的重要性,指出不良饮食习惯及其后果,并提出改善建议。 通过对中国汉字“食”进行“说文解字”,启发学生既要食好真实食材,又要食好精神食粮。同时体现中华文化的博大精深,培养民族自豪感和文化自信。 三、教学目标 • 能够根据图片和标题预测文本的体裁及主要内容,并通过快速阅读来验证这些预测。 • 能够梳理文中提到的常见不良饮食习惯及其后果、产生后果的原因以及改进建议。 • 能够理解文中 “You are what you eat.”等表达的深层含义,认识到健康饮食对身心健康的重要性。 • 能够总结文章的主要结构和逻辑衔接方式,掌握如何通过例证支持观点。 • 能够运用本单元所学的语言和结构,撰写关于自己饮食习惯的小作文,反思自身饮食习惯的优点和不足,并制定计划改善不良饮食习惯。落实到行动中 四、教学重难点 教学重点: 1.掌握文中不良饮食习惯及因果逻辑,积累健康饮食词汇与表达,能用目标语言交流和写作。 2.学会借标题预测、抓主题句等策略,提升英语阅读能力 。 教学难点: 1.深入剖析不良饮食习惯因果关系,灵活用语言准确表达复杂内容 。 2.从文本拓展到生活,自主思考、创造性提改进方案,培养思维与实践能力 。 五、教学过程 课堂主线:首先通过个人饮食习惯问卷及报告,了解自身的饮食习惯;通过一些列的阅读及思考,理解健康饮食的重要性;最后行动起来制定计划,改善自己的饮食习惯。力求身心健康,成为更好的自己。 (一)、课前导入(Know about you) Eating Habit Questionnaire(问卷) Name:_ 1. How often do you have breakfast? A. Every day B. 4-6 times a week C. 1-3 times a week D. Seldom or Never 2. What do you usually have for lunch at school? A. Rice and dishes B. Fast food like hamburgers C. Sandwich D. Nothing 3. Do you like vegetables? A. Always B. Often C. Sometimes D. Seldom E. Never 4. Do you eat snacks during breaks? A. Always B. Often C. Sometimes D. Seldom E. Never 5. What kind of snacks do you usually eat?(You can choose more than one) A. Sweets B. Fruit C. Cookies D. Milk or yogurt 6. How often do you drink cola or other sugary drinks? A. Every day B. 3-4 times a week C. 1-2 times a week D. Seldom or Never 7. What do you think is the biggest reason for you to choose a food?(You can choose more than one) A. It tastes good. B. My friends or classmates eat it. C. It's easy to get. D. My parents tell me to eat it. E. I know it's healthy. 8. Do you think you have a healthy eating habit or not? A. Yes B. No This is my eating habit. I eat breakfast _. I _ vegetables. I _ eat snacks during breaks. As for snacks, I usually eat _. I drink cola or other sugary drinks_. The biggest reason for me to choose a food is that _. I (don't) think I have a healthy eating habit. 呈现饮食习惯调查问卷,让学生填写,引导学生基于问卷内容,用目标语言描述自己饮食习惯,如 “I eat breakfast... ;I... vegetables” 等 。 [设计意图]:激活学生已有知识与生活经验,让学生在真实关联自身的情境中运用语言,同时引出 “健康饮食” 主题,为后续教学做铺垫。 (二)、文本阅读教学(Understand eating habits) 1. 读前预测(Look and predict) What’s the article about? It’s about improving eating habits. The title and the picture help you get the main idea. 展示文章标题 “Improve Your Eating Habits” 及课文插图,让学生预测文章内容。 [设计意图]:培养学生利用标题、关键词等进行文本内容预测的阅读策略,激发阅读兴趣与好奇心,为阅读文本做准备 。 2. 快速阅读 Read quickly and choose the right structure. What is the structure(结构) of the passage? •结构梳理(Read quickly and choose the right structure)呈现文章及不同结构图示,让学生快速阅读后判断文章结构 。 [设计意图]:帮助学生把握文本整体框架,理解议论文或说明性文本 “总 -分 - 总” 等常见结构,提升文本宏观理解能力 。 Match the main idea with each part Para 1 You are what you eat. Para 234 The importance of healthy eating. Para 5 Examples of poor eating habits Read quickly and underline 3 poor eating habits.(Para. 2-4) • Some people have fast food every week. • Some people don’t have breakfast. • Some people eat too many sweet things Tip: the topic sentence is usually at the beginning of each paragraph Read Para. 2-4 again and fill in the table. Poor eating habit Result Reason for the result Idea / Advice have fast food too often put on weight; heart problems lots of salt, fat and sugar cook your own meals not have breakfast feel sleepy; hard to focus need food for energy eat breakfast eat too many sweet things tooth problems lots of sugar have fruit for snacks Discussion:围绕 “作为学生能否自己做饭,不能的话可怎么做” 讨论; As a student, can you cook your own meals? If not, What can you do? You should believe that adults want to help you. Remember to share your trouble with them. Think:探讨作者使用谚语 “An apple a day keeps the doctor away” 的意图 。 [设计意图]::将文本知识与学生实际生活关联,锻炼口语表达与思维能力;借助谚语理解,深化对 “健康饮食 - 吃水果” 关联的认知,同时积累文化知识 。 2. 角色扮演(Role play) Role play Doctors from People’s Hospital are coming to help us improve our eating habit. Worke with your partner. One of you can be a doctor. Make a conversation. What’s the purpose of the author in writing the last Paragraph? A. To make the writing long. B. To stress(强调) the idea. What other poor eating habits do children have? drink lots of sugary drinks watch TV when eating eat too many snacks Group work Think about how to improve a poor eating habit. 1. Discuss in a group. 2. Share your ideas together. Student A-a poor eating habit Student B-the result Student C-the reason Student D-the advice Can you share your good eating habits with us? have milk and eggs for breakfast eat all kinds of vegetables and fruits not eat hamburgers 呈现良好饮食习惯示例,让学生分享自己的健康饮食习惯 。 [设计意图]:正面引导学生关注健康饮食行为,相互学习借鉴,同时丰富语言表达,为写作打基础 。 3.写作练习(Write down your eating habits and improvement plan)一方面学生可以根据给出的写作框架(开头讲健康饮食重要性及自身良好习惯,中间说不良习惯、结果、原因、建议,结尾总结),让学生撰写自身饮食习惯及改进计划。另一方面,学生也可以根据自己的理解独立写作。 [设计意图]:实现从语言输入到输出的转化,综合运用所学知识,提升书面表达能力,同时促进学生反思并改善自身饮食习惯 。 (五)、文化拓展与作业布置 1. 文化拓展(Know more about Chinese character) Write down your eating habits and improvement plan Beginning: healthy eating is important... Body: some good or bad eating habits... Ending: Remember... Healthy eating is important for our body and mind. I have some good eating habits. _.However, I have some bad eating habits too._(result)_ _(reason)_(advice) Remember _. 讲解汉字“食”的构成及含义,关联“Study Well、Eat Well,To be a better person” 理念 。 Know more about Chinese character(文字) We can understand "良" in this way. "良" means "good". Here, "良" can refer to eating good food and having good eating habits to have a strong body. It can also mean studying well to have a good mind [设计意图]:渗透中华文化知识,深化对 “健康饮食” 意义的理解,实现学科育人与文化融合 。 2. 作业布置(Homework) Need to do: Polish (润色) your eating improvement plan. Choose to do : Do an eating habit survey in your family and share with us next class. 学科网(北京)股份有限公司 $